Teacher concepts on Problem Solving
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2668 |
Resumo: | This research is part of the PhD dissertation in Education, entitled “Teachers' Conceptions about Problem Solving, institutionally linked to the Graduate Program in Education (PPGED) by the Federal University of Uberlândia (UFU). This research seeks to identify, analyze and discuss the conceptions of teachers who teach mathematics about their work with the contents in the early years of elementary school, outlining a teaching proposal in the light of the theoretical and scientific perspectives of Problem Solving (PR) that reaches the teaching-learning-development of students. The methodological approach was qualitative research, with the consequences of theoretical research, together with the questionnaire and interview instruments to carry out the fieldwork. Thus, the teachers' conceptions identified in the data collection led us to analyze and reflect on how the PR methodological approach has taken place, leading us to the development of a different didactic organization in the work with the mathematical contents. For this, we use Davydov's theory, which proposes a teaching-learning-development process of mathematical content based on the movement of ascending from abstract to concrete that marks the formation of the student's theoretical thought. |
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Teacher concepts on Problem SolvingConcepções de professores sobre a Resolução de ProblemasAnos Iniciais do Ensino FundamentalConcepções de ProfessoresResolução de ProblemasEarly Years of Elementary SchoolTeachers’ ConceptionsProblems SolvingThis research is part of the PhD dissertation in Education, entitled “Teachers' Conceptions about Problem Solving, institutionally linked to the Graduate Program in Education (PPGED) by the Federal University of Uberlândia (UFU). This research seeks to identify, analyze and discuss the conceptions of teachers who teach mathematics about their work with the contents in the early years of elementary school, outlining a teaching proposal in the light of the theoretical and scientific perspectives of Problem Solving (PR) that reaches the teaching-learning-development of students. The methodological approach was qualitative research, with the consequences of theoretical research, together with the questionnaire and interview instruments to carry out the fieldwork. Thus, the teachers' conceptions identified in the data collection led us to analyze and reflect on how the PR methodological approach has taken place, leading us to the development of a different didactic organization in the work with the mathematical contents. For this, we use Davydov's theory, which proposes a teaching-learning-development process of mathematical content based on the movement of ascending from abstract to concrete that marks the formation of the student's theoretical thought.Esta pesquisa constitui parte da Tese de Doutorado em Educação, intitulada “Concepções de Professores sobre a Resolução de Problemas, vinculada institucionalmente ao Programa de Pós-Graduação em Educação (PPGED) pela Universidade Federal de Uberlândia (UFU). Este estudo busca identificar, analisar e discutir as concepções dos professores que ensinam Matemática sobre seu trabalho com os conteúdos nos anos iniciais do Ensino Fundamental, delineando uma proposta de ensino à luz das perspectivas teóricas e científicas da Resolução de Problemas (RP) que alcance o ensino-aprendizagem-desenvolvimento dos estudantes. A abordagem metodológica foi a pesquisa qualitativa, com os desdobramentos da pesquisa teórica, juntamente com os instrumentos questionário e entrevista para realizar o trabalho de campo. Assim, as concepções dos professores identificadas na coleta de dados nos levaram a analisar e refletir sobre como tem acontecido a abordagem metodológica da RP, nos conduzindo ao desenvolvimento de uma organização didática diferente no trabalho com os conteúdos matemáticos. Para isso, utilizamos a teoria de Davydov, que propõe um processo de ensino-aprendizagem-desenvolvimento dos conteúdos matemáticos pautado no movimento de ascensão do abstrato ao concreto que marca a formação do pensamento teórico do estudante.Editora Cruzeiro do Sul2020-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/266810.26843/10.26843/rencima.v11i7.2668Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 198-2192179-426X10.26843/10.26843/rencima.v11i7reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2668/1416https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessGuimarães, Joice Silva MundimOliveira, Guilherme Saramago de2023-05-12T17:44:51Zoai:ojs.pkp.sfu.ca:article/2668Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T17:44:51Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Teacher concepts on Problem Solving Concepções de professores sobre a Resolução de Problemas |
title |
Teacher concepts on Problem Solving |
spellingShingle |
Teacher concepts on Problem Solving Guimarães, Joice Silva Mundim Anos Iniciais do Ensino Fundamental Concepções de Professores Resolução de Problemas Early Years of Elementary School Teachers’ Conceptions Problems Solving |
title_short |
Teacher concepts on Problem Solving |
title_full |
Teacher concepts on Problem Solving |
title_fullStr |
Teacher concepts on Problem Solving |
title_full_unstemmed |
Teacher concepts on Problem Solving |
title_sort |
Teacher concepts on Problem Solving |
author |
Guimarães, Joice Silva Mundim |
author_facet |
Guimarães, Joice Silva Mundim Oliveira, Guilherme Saramago de |
author_role |
author |
author2 |
Oliveira, Guilherme Saramago de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Guimarães, Joice Silva Mundim Oliveira, Guilherme Saramago de |
dc.subject.por.fl_str_mv |
Anos Iniciais do Ensino Fundamental Concepções de Professores Resolução de Problemas Early Years of Elementary School Teachers’ Conceptions Problems Solving |
topic |
Anos Iniciais do Ensino Fundamental Concepções de Professores Resolução de Problemas Early Years of Elementary School Teachers’ Conceptions Problems Solving |
description |
This research is part of the PhD dissertation in Education, entitled “Teachers' Conceptions about Problem Solving, institutionally linked to the Graduate Program in Education (PPGED) by the Federal University of Uberlândia (UFU). This research seeks to identify, analyze and discuss the conceptions of teachers who teach mathematics about their work with the contents in the early years of elementary school, outlining a teaching proposal in the light of the theoretical and scientific perspectives of Problem Solving (PR) that reaches the teaching-learning-development of students. The methodological approach was qualitative research, with the consequences of theoretical research, together with the questionnaire and interview instruments to carry out the fieldwork. Thus, the teachers' conceptions identified in the data collection led us to analyze and reflect on how the PR methodological approach has taken place, leading us to the development of a different didactic organization in the work with the mathematical contents. For this, we use Davydov's theory, which proposes a teaching-learning-development process of mathematical content based on the movement of ascending from abstract to concrete that marks the formation of the student's theoretical thought. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2668 10.26843/10.26843/rencima.v11i7.2668 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2668 |
identifier_str_mv |
10.26843/10.26843/rencima.v11i7.2668 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2668/1416 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 11 n. 7 (2020): nov.; 198-219 2179-426X 10.26843/10.26843/rencima.v11i7 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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